Chapter 2: Theories of Development
Chapter Preview
A developmental theory provides a framework of ideas that permits a
cohesive view of development, produces new hypotheses to test, generates
discoveries, and offers practical guidance. This chapter describes and
evaluates five broad theories—psychoanalytic theory, behaviorism,
cognitive theory, sociocultural theory, and universal theory (humanism
and evolutionary theory)—that will be used throughout the book to
present information and to provide a framework for interpreting events
and issues in human development. Because each theory emphasizes a
different aspect of development and is, in itself, too restricted to explain
the diverse ways in which development occurs, the theories may be said to
complement one another.
Three of the theories presented—psychoanalytic theories,
behaviorism, and cognitive theories—are “grand theories” that are
comprehensive in scope but inadequate in the face of more recent research
findings. Three newer theories of development—sociocultural, humanistic,
and evolutionary—are also discussed.
Each theory has contributed to our understanding of development.
Psychoanalytic theory has helped to focus attention on the importance of
early experiences and potential conflicts in daily life. Behaviorism has
increased awareness of the ways in which the environment influences
development. Cognitive theory has broadened our understanding of how
thinking influences behavior. Sociocultural theory has reminded us that
development is embedded in a rich and multifaceted cultural context; and
universal theory has called attention to the fact that all humans are
basically alike.
Most developmentalists today have adopted an eclectic perspective. In
other words, they apply insights gleaned from various theoretical views
rather than limiting themselves to only one school of thought.
What Have You Learned?
The “What Have You Learned?” questions at the end of the text chapter
are reprinted here for your convenience in checking students'
understanding of the chapter contents.
1. How can a theory be practical?
2. How do theories differ from facts?
3. What is the basic idea of psychoanalytic theory?
4. What is Freud’s theory of infantile sexuality?
5. What body parts are connected to the oral, anal, and phallic stages?
6. In what ways does Erikson’s theory differ from Freud’s?
7. What is the basic idea of behaviorism?
8. Why is behaviorism considered “in opposition” to psychoanalytic
theory?
9. How do classical and operant conditioning differ?
10. What reinforcers are emphasized by social learning theory?
11. What is the basic idea of cognitive theory?
12. How are Piaget’s stages similar to, and different from, Freud’s stages?
13. In what ways are assimilation and accommodation similar?
14. How does the information-processing approach differ from Piaget’s
approach to
cognition?
15. What might information-processing theorists study to understand how
babies learn to talk?
16. What are the underlying differences between the newer theories and
the grand
theories?
17. How is “apprenticeship in thinking” an example of sociocultural
theory?
18. What do mentors do when mentees are in their zone of proximal
development?
19. Is there a contradiction between humanism and the ideas of major
religions? Explain.
20. How does Maslow’s hierarchy of needs differ from Erikson’s stages?
21. How does evolutionary psychology explain human instincts?
22. Why is the evolutionary theory of sexual infidelity controversial?
23. What does the idea of selective adaptation imply about the nature–
nurture
controversy?
24. What is the key criticism and key contribution of psychoanalytic
theory?
25. What is the key criticism and key contribution of behaviorism?
26. What is the key criticism and key contribution of cognitive theory?
27. What is the key criticism and key contribution of sociocultural theory?
28. What is the key criticism and key contribution of universal theories?
29. What are the advantages and disadvantages of an eclectic
perspective?
Chapter Guide
I. What Theories Do
Instructional Objective: To introduce students to
developmental theory in general.
“On Your Own” Activities: -Developmental Fact or Myth?; Portfolio
Assignment
AV: -Transitions Throughout the Life Span, Program 1: The Developing
Person
“On Your Own” Activities: -The “Lifeline”; Major Developmental Theories:
Discover Your Bias
1. A developmental theory is a statement of principles and
generalizations that provides a coherent framework for understanding
how and why people change as they grow older.
2. Developmental theories produce hypotheses, generate discoveries, and
offer practical guidance.
3. Five developmental theories are discussed in this chapter:
psychoanalytic, behaviorist, cognitive, sociocultural, and universal.
Each theory interprets human development from a distinct
perspective, and each provides guidance for understanding how
human experiences and behaviors change over time.
II. Grand Theories
Instructional Objective: To describe the basic concepts
of the grand theories of development: psychoanalytic
theory, behaviorism, and cognitive theory.
Classroom Activity: “Development” as a Social Construction
AV: Young Dr. Freud; Freud: The Hidden Nature of Man; Sigmund Freud;
Erik Erikson: A Life’s Work
“On Your Own” Activity: -Freud’s Influence on Psychology and American
Culture
1. Psychoanalytic theory
interprets human development
in terms of inner drives and motives, many of which are irrational and
unconscious.
2. According to Sigmund Freud, development in the first six years
progresses through three stages; at each stage, sexual interest and
pleasure are focused on a particular part of the body—the mouth
during infancy (the oral stage), the anus during early childhood
(the anal stage), and the genitalia later in the preschool years (the
phallic stage). Following a period of sexual latency, the
adolescent enters the fourth stage, the genital stage, which lasts
throughout adulthood.
3. Freud believed that each stage has its own potential conflicts and that
how the child experiences and resolves the conflicts, especially during
the first three stages, determines personality patterns throughout life.
4. According to Freud, the personality has three parts: the id
(unconscious drives), the superego (the conscience), and the ego (the
conscious self).
5. In his theory of human development, Erik Erikson proposed eight
developmental stages, each of which is characterized by a particular
challenging developmental crisis. Erikson emphasized each
person’s relationship to the social environment and the importance of
family and cultural influences in determining how well prepared
individuals are to meet these crises. Erikson’s stages are lifelong.
AV: Learning; Pavlov: The Condi-tioned Reflex; B. F. Skinner on
Beha-viorism; B. F. Skinner and Behavior Change: Research, Practice, and
Promise; Childhood Aggression; The Power of Positive Reinforcement;
Observational Learning; Learning: Observational and Cognitive Approaches
-Classroom Activities: Freud and Watson; Using a Token Economy to Bring
Behaviorism to Life (and Increase Class Participation); Observational Learning
Teaching Tips: Rehearsal, Reinforcement, and Learning Students’ Names;
Basic Terminology of Behaviorism
6. Instead of advancing a stage theory of development, proponents of
behaviorism (also called learning theory) have formulated laws of
behavior that operate at every age. The basis of all varieties of
behaviorism is the idea that psychology should focus on the objective
and scientific study of behavior.
7. According to behaviorism, conditioning is the process by which
responses become linked to particular stimuli. As demonstrated by the
Russian scientist Ivan Pavlov, classical conditioning (also
called respondent conditioning) involves learning by association:
The organism comes to associate a neutral stimulus with a
meaningful one.
8. In operant conditioning (also called instrumental
conditioning), proposed by B. F. Skinner, the individual learns that
a particular action produces a particular consequence.
9. Any consequence that follows a behavior and makes the person (or
animal) likely to repeat that behavior is called reinforcement.
10. Social learning theory emphasizes the ways in which people
learn new behaviors by observing and imitating, or modeling, the
behavior of other people they consider admirable, powerful, nurturing,
or similar. Modeling is most likely to occur when the observer is
uncertain or inexperienced. Social learning is connected to perceptions
and interpretations of experience, and to self-efficacy.
11. (text and Thinking Critically) Both behaviorism and psychoanalytic
theory have led to hypotheses that were examined in thousands of
experiments. For example, in the 1950s, researcher Harry Harlow
investigated the origins of attachment in infant monkeys. These
studies, which demonstrated that infant monkeys clung more often to
“surrogate” mothers that provided contact comfort, disproved
behaviorism’s view that reinforcement was most important and
psychoanalytic theory’s concept of the mother satisfying the infant’s
oral needs.
AV: Piaget’s Developmental Theory; How Young Children Learn to Think;
Jean Piaget: Memory and Intelligence; Cognitive Development
Teaching Tip: Developmental Stages of Family and Friends
Classroom Activity: Classroom Debate: “Resolved: Cognitive Development
Is Most Accurately Characterized as a Continuous Process Rather Than as
Occurring in a Sequence of Stages”
“On Your Own” Activity: The Active Search for Knowledge
12. Cognitive theory focuses on the structure and development of
thought processes and their effect on attitudes, beliefs, and behaviors.
An offshoot of cognitive theory is the concept of information
processing, which focuses on the step-by-step process of intellectual
development.
13. Jean Piaget viewed cognitive development as a process that follows a
universal sequence of age-related periods: sensorimotor,
preoperational, concrete operational, and formal
operational.
14. According to Piaget, each person strives for cognitive
equilibrium—that is, a state of mental balance achieved through
the development of mental concepts that explain his or her
experiences. Cognitive disequilibrium (a state of imbalance)
promotes a search for knowledge as the person modifies old concepts
and constructs better ones to fit new experiences.
15. According to Piaget, people adapt to new experiences either by
reinterpreting them to fit into, or assimilate with, old ideas. Some
new experiences force people to revamp old ideas so that they can
accommodate new experiences.
16. Each grand theory has a different focus: emotions (psychoanalytic
theory), actions (behaviorism), and thoughts (cognitive theory). Each
also reaches different
conclusions.
III.
Newer Theories
Instructional Objective: To highlight the basic themes of
the newer theories: sociocultural theory, humanism, and
evolutionary theory.
AV: I’m Normal, You’re Weird: Understanding Other Cultures; Culture;
Introductiont to Culture and Diversity; Social-Cultural Diversity; Contexts of
Development; The Latino Family; Street Children of Africa; Vygotsky’s
Developmental Theory: An Introduction; Play: A Vygotskian Approach;
Learning in Context: Probing the Theories of Piaget and Vygotsky
Internet Activity: -High-Quality Preschool Education: What Would
Vygotsky Say?
1. Sociocultural theory seeks to explain human development in
terms of the guidance, support, and structure provided by cultures
and societies. Rather than considering the individual in isolation,
sociocultural theorists focus on the dynamic interaction between
developing persons and the surrounding social and cultural forces.
2. Russian psychologist Lev Vygotsky, a major pioneer of the
sociocultural perspective, believed that the development of cognitive
competencies results from social interaction between children and
more skilled members of the community in what has been called an
apprenticeship in thinking. The basis of this apprenticeship is
guided participation, in which a skilled tutor or mentor engages the
learner in joint activities.
3. In sociocultural theory, a child’s social partners progressively
challenge the child’s ever-shifting abilities and motivation. To do so,
the mentor draws the child into the zone of proximal
development, which is the range of skills that the child can exercise
only with assistance.

Classroom Activities: Applying Humanism, Evolutiionary Theory, and
Other Theoretical Perspectives; The Nurture Assumption: Why Children Turn
Out the Way They Do; The Blank Slate, the Noble Savage, and the Ghost in
the Machine
Teaching Tip: -Evolutionary Psychology: Raising the “Why of
Behavior” Question
“On Your Own” Activity: -Introducing Evolutionary Psychology
4. The universal perspective centers on the shared impulses and
common needs of all of humanity. One universal theory is humanism.
Maslow believed that all humans have five basic needs, which he
arranged in a hierarchy, beginning with survival and ending with selfactualization. Rogers believed that each person deserves respect,
appreciation, and unconditional positive regard.
5. The recent application of evolutionary theory to human development
emphasizes two long-standing and biologically based needs: survival
and reproduction. Current humans react in ways that helped survival
and reproduction millions of years ago because of selective
adaptation, a process essential to evolutionary theory.
6. One controversial idea stemming from evolutionary theory is that
women and men are selected for different patterns of mating and
sexual behavior. According to this argument, women benefit by
seeking a soul mate, while men need women to be sexually faithful.
Critics of this idea contend that a sexist upbringing rather than genes
accounts for these differences.
IV.
What Theories Contribute
Instructional Objective: To help students understand the
goal of developmental theory and that all the major
theories of human development work together to provide
the most complete explanation of human development.
AV: -Theories
Classroom Activities: A Test of Three Theories of the Work–Family
Interface; Designing a Developmental Brochure for Targeted Audiences;
Positive Psychology
Teaching Tip: -The Role of Theories in Developmental Study
“On Your Own” Activities: Applying Principles of Positive Psychology: WellBeing; Applying Principles of Positive Psychology: A Beautiful Day
Critical Thinking Activity: Theories
1.
The five theories complement one another, as each emphasizes a
somewhat different aspect of development.
(a) Psychoanalytic theory has drawn attention to the importance of
early-childhood experiences.
(b) Behaviorism has highlighted the effect of the immediate
environment on learning.
(c) Cognitive theory has led to a greater understanding of how
intellectual processes and thinking affect every aspect of
development.
(d) Sociocultural theory has reminded us that development is
embedded in a rich and multifaceted cultural context.
(e) Universal theories emphasize that human differences are less
significant than what all humans share.
2.
Each theory has faced criticism: psychoanalytic theory, for being too
subjective; behaviorism, for being too mechanistic; cognitive theory,
for undervaluing emotions; sociocultural theory, for neglecting
individuals; and universal theory, for slighting cultural, gender, and
economic variations.
3.
Today, most developmentalists have an eclectic perspective.
Instead of limiting themselves to only one school of thought, they
apply insights drawn from various
theoretical views.